TDU Talk
ISSUE 3 ▪ JULY/AUGUST 2011
USING PANOPTO TO ENHANCE
TEACHING AND LEARNING
Panopto—Transferring lectures online or something else?
Nigel Robertson, Waikato Centre for eLearning
Teaching with Panopto
Dr Alison Campbell, Department of Biology, Faculty of Science and Engineering
Using Panopto in an Internet Paper
Dr Norman Franke, Humanities, Faculty of Arts and Social Sciences
Using Panopto to Support Both Teaching and Research
Dr Pip Bruce Ferguson, Teaching Development Unit
WMS Workshop on Panopto
Dr Michael Cameron, Department of Economics, Waikato Management School
MYS111 Reflections on Panopto
AProf Paul Childerhouse and Dr John Buchanan, Management Systems, Waikato Management School
Teaching Everywhere at Once: Brief Reflections on Using
Panopto in the Philosophy Classroom
Dr Tracy Bowell, Philosophy and Religious Studies, Faculty of Arts and Social Sciences
Kia ora koutou
“
Kia ora koutou
Welcome to this edition of TDU Talk. We are all aware of the
wide range of technology that is readily available to enhance
our teaching and our students‘ learning experiences. Panopto is
a recording tool that many teachers are incorporating into their
teaching practices for a variety of reasons and, as the articles in
this magazine demonstrate, Panopto can be used to enrich
student learning as well as a professional development tool for teachers. As with
any technology, Panopto should be seen as a tool that can contribute to the
attainment of student learning outcomes, but should not be seen as an end in
itself. I would like to thank the teachers who have contributed their own
experiences of using Panopto and been willing to talk about its advantages and
limitations for the benefit of interested colleagues.
Best wishes to you all for the second semester,
Dorothy and the TDU Team
ISSUE 3: JULY/AUGUST 2011
Teaching Development Unit
Wāhanga Whakapakari Ako
Private Bag 3105
Hamilton 3240
New Zealand
.”
Phone: +64 7 838 4839
Fax: +64 7 838 4573
[email protected]
www.waikato.ac.nz/tdu
JULY/AUGUST 2011 • TDU TALK
•2•
Panopto—Transferring lectures online or something else?
Nigel Robertson, eLearning Designer, Waikato Centre for eLearning
In 2009, the Waikato Centre for eLearning (WCEL) was asked to find a
solution for staff to record their face to face lectures and put them online.
Such technology is not new and neither is the associated pedagogy. At its
simplest, students attend your lecture and make notes on what you say and
might have written. The quality of these notes will vary greatly. Learning
of course is not about making notes but rather it‘s about understanding,
being able to take knowledge and do something with it. Having access to
the lecture post-event can allow those notes to be supplemented and a level
of review that might not otherwise be possible. An increase in use is also
likely to be seen pre-exam by all students. Neither of these scenarios is
unsurprising considering the importance that we place on lectures as a
teaching method.
As an institution, we value education for everybody and our students
increasingly come from a broad church. An important factor for equity is
the flexibility that lecture recordings enable. Economic and life factors can
mean that students have difficulty in attending all lectures. For instance,
students increasingly work to help pay tuition fees; or for parents of young
children the University Crèche closes at 5:30 pm while lectures continue
beyond that time. Having lectures recorded can reduce the pressures on
students, increase the opportunities for their learning and, as we claim to be
a world class university, show that we care about our students and their
experience at Waikato.
So is Panopto just about recording lectures? For some it will be but we
believe that it can offer much more. When WCEL run sessions in
the use of Panopto we try to discuss scenarios that don‘t
just take a face to face pedagogy and transfer it online.
Instead we try to bring out the affordances of this
particular technology and how they might offer
alternative ways of teaching, especially in the blended space for
on-campus students. We are now seeing evidence that staff and
students value these opportunities for learning and this edition of
TDU Talk highlights some of those. I want to give a quick scan of
how Panopto is being used at Waikato and also look at some further
opportunities it offers.
Our University signed up to iTunesU in 2009 as a way of making
some lecture content freely available on the Internet. This holds with
the principles of Open Education although it can be argued that the
•3•
JULY/AUGUST 2011 • TDU TALK
greatest use of iTunesU has focused on marketing. Some lecturers have
routinely been recording their lectures and making that content freely
available online. It fulfils the needs of their own students but it also
supports education for those who may not have the ability to attend
university or Waikato. The leading universities making materials available
like this will all certainly be ranked as world class, for example, Oxford,
Yale, MIT, Stanford and the Open University. Not only does it support
education as a right but it also provides a shop window for potential
students and especially in some of the international markets where we want
to grow.
One benefit of Panopto over some other lecture capture technologies is that
its use isn‘t confined to the lecture theatre. Staff can record just as easily at
their desktops and this opens a wealth of opportunities. One is the simple
act of recording some supplementary materials to accompany your normal
teaching. We see staff doing this and perhaps just recording a five to ten
minute piece on a particular aspect of the curriculum. It might be a
particularly difficult concept and you may want to revisit it in a different
style from the lecture. In an online pedagogy, we would generally
recommend keeping such recordings relatively short. If you need to
extend, then record two to three pieces that focus on key elements of the
topic.
Take the scenario above and adjust it to change the temporal and spatial
interactions of your learners with the curriculum. Often lecture time is the
main contact time we have with students. Often we use it to inform them
about the content of the paper and it‘s very much a delivery mode. Instead,
use recordings to deal with the content and then the face to face time is
available to explore what that content means. Getting our students to be
active learners will encourage deep learning rather than surface and recall
based learning.
Panopto allows you to record what‘s happening on your computer desktop
and we are seeing some imaginative uses here. For instance, you can
explore materials that may exist elsewhere on the Internet and the
University Libraries have been helping students to see how to search in
many of the databases that we subscribe to. WCEL has been using it to
develop short instructions on using some of the elearning technologies that
are available to staff. We‘ve also found it a useful way to respond to staff
and student needs. Do I want to spend 30 minutes or more crafting an
instructional email or do I just work through the process and record it at the
same time? Done in 5 to 10 minutes and then reusable for the rest of the
class.
JULY/AUGUST 2011 • TDU TALK
•4•
A key element of assessment is feedback. Traditionally this has involved
notes written in the margin of an essay along with ticks and underlines.
Perhaps a general comment is made on the cover sheet or maybe a general
feedback sheet is constructed for a whole class. Some staff have now
started to explore the use of video and desktop recording for feedback. The
recording allows more detail and personalisation than is possible with
margin notes. A student‘s essay is shown on the screen so the teacher is
able to work through it, highlight sections and talk to the content and the
structure of the essay (or report or program etc). This can be powerful for
the student and can allow them a better understanding of how to improve as
they progress.
So these are instances of teachers recording and students watching what‘s
there. Another scenario gets students as the creators by having them record
to Panopto. This use is quite new for the University and WCEL is trying to
understand what that means for systems when it is scaled up. However,
what we are seeing are benefits for the learner in the classes that have used
it this way so far. Allowing students to create and utilise information to
build their understanding sits high on Bloom‘s Taxonomy of Learning and
certainly moves away from the student being a passive recipient of
teaching.
I‘d like to conclude with some statistics that cast light on the value that
students see in Panopto. Since Panopto was introduced, there has been an
increase in its use by several orders of magnitude. Table 1 indicates this
change in level of use and the importance that this service now has for the
University.
Year
Average hours viewed per week
2009 (June - December)
19
2010 (January - December)
109
2011 (January - mid April)
4,736
Table 1: Panopto Viewing Figures
A common fear of staff in any institution introducing lecture capture
technology is that students will give up attending lectures. We can see that
our learners are making significant use of Panopto; however I have not
heard complaints from staff using Panopto that their teaching rooms are
now empty! All in all, we are very pleased with the depth and breadth of
use of Panopto that we are seeing and we look forward to the further
innovations that staff design to support learning.
•5•
JULY/AUGUST 2011 • TDU TALK
Teaching with Panopto
Dr Alison Campbell, Senior Lecturer, Department of Biology, Faculty of Science and
Engineering
Panopto is a tool that enables the lecturer to capture classroom teaching and
make it available on-line for students to access whenever they please. I first
became aware of Panopto when the University was gearing up for its
iTunes presence. It became clear to me that technology had enormous
potential for me and my students as a tool to enhance both teaching and
learning. (I am opposed to the adoption of technology for its own sake and
it should always have a demonstrable pedagogical benefit). I have been
using Panopto ever since –for lectures, for podcasts and for catching up
when I have had to cancel a lecture due to illness.
It is important to recognise that Panopto isn‘t perfect and has definite
limitations. In a lecture, Panopto picks up on what the lecturer is saying,
but misses most of the other goings-on—the questions (remember to repeat
them) and the discussion and student interaction around various points. The
tool also loses ‗sight‘ of the speaker if he or she moves too far to the left or
right, although that should not stop you from moving around, perhaps to
speak to a particular group or to someone who is speaking very quietly.
In spite of these shortcomings, Panopto can offer much to students who are
viewing a recording. They can see the speaker (provided there‘s a camera
in the room; otherwise they‘ll just get the voice-over), read the PowerPoint
slides and any notes or diagrams that were added to these during class.
Additionally, they can watch any videos or animations that were shown in
class. Students can stop the recording, replay it and review tricky points
over and over again. From my point of view, this was a key reason for
using Panopto. Using the tool helps to accommodate the fact that learning
is generally a circular and iterative rather than linear process as Panopto
enables the students to review, revise and consolidate difficult concepts at
their own pace and in their own time. The availability of the recording
also provides students with an incentive to go over class learning
which is recognised as an essential part of integrating the learning
into their own cognitive schema.
Feedback from students in an informal survey that I undertook
with my first-year class in 2010 confirmed these pedagogical
benefits. The most common reason that students gave for using
Panopto (and not everyone used it), was as a means of revising material
that they hadn‘t understood in class. ―Used it to revise for exams‖ was also
a common response which is verified by looking at the usage statistics
within the Panopto system. Furthermore, Panopto turned out to be really
JULY/AUGUST 2011 • TDU TALK
•6•
useful for students with lecture clashes. Given that we emphasise the
―flexible learning opportunities‖ available at Waikato, this has to be a good
thing. Students appreciated knowing that if they were sick, they wouldn‘t
be missing out on too much from classes. While sceptics imagine that
students would not attend lectures if they were recorded on Panopto, this
did not occur. As one student commented ―you could use it as an excuse to
miss classes—but then you‘d be missing out on a lot of the ‗extra stuff‘ that
goes on in the lecture room‖. Students‘ feedback strongly indicated that
Panopto was not being used to replace classes, but as an additional means
of supporting, consolidating and enhancing their learning.
Not only can Panopto offer learning benefits for students, but it is also an
excellent tool for reflection on my own teaching practices. I often watch a
lecture later to see if something that I thought worked well at the time,
really did. Initially this is quite a challenge as you are unaccustomed to
seeing yourself as the students do, and your discovery may or may not
conform to your mental image of the way you look, sound and behave in
the classroom. Sometimes, it is helpful to invite a friend or mentor to assist
you in the reflection process. You may, for example, invite someone to
look at a particular segment of a class and indicate what you were trying to
do, with a prompt like, ―I did this particular thing because I hoped that it
would… do you think that it would have had that effect?‖ A Panopto
recording can also provide the basis for a more general peer feedback
session. The Teaching Development Unit, for example, have used a
recording of mine to assist staff in the process of giving constructive
feedback to peers. I found the feedback that I received from their session
very useful.
Students’ feedback
strongly indicated that
Panopto was not being
used to replace classes,
but as an additional
means of supporting,
consolidating and
enhancing their learning.
•7•
So, if you are toying with the idea of trying out Panopto in your own
classroom, I‘d say, go for it. It‘ll seem strange the first time or two, but
after that you don‘t really notice it. (As long as you remember to press
―record‖ and turn on the microphone! Been there, done that.) I was told that
students just wouldn‘t come to class, but I can‘t say that I‘ve noticed that—
if they‘re going to wag, they‘ll wag and this is just another excuse. More
seriously, your students will see your use of Panopto as just another
indication that you are interested in and keen to support their learning. My
own experience has shown me the learning potential of Panopto for myself
as well as my students.
JULY/AUGUST 2011 • TDU TALK
Using Panopto in an Internet Paper
Dr Norman Franke, Senior Lecturer, Humanities, Faculty of Arts and Social Sciences
Unlike many other colleagues, I do not use Panopto for recording ‗live‘
lectures in order to make them available to students who want to review the
lectures at home or have missed a class. I use Panopto within the context of
an internet paper which is jointly organised by the University of Waikato
and the University of Canterbury (GRMN 213,GERM 293). Using the
Canterbury Learn-platform, this joint paper is part of the governmentfunded National Languages Network which promotes closer collaboration
between language departments in New Zealand. Papers that are supported
by the National Languages framework give students a wider range of
choices in areas such as cultural studies and literature and can reduce the
teaching load of staff (in theory).
The Panopto-recorded lectures are obligatory viewing for all Canterbury
and Waikato students. Together with the course reader, the internet lectures
provide the basis for discussion forums and essay writing; they are a
fundamental course resource. As a result of the Christchurch earthquake,
the Panopto-recorded lectures became crucial. Susan Ledanff, my
Canterbury colleague, and I had to reorganise the joint paper shortly before
it commenced, as the planned video conferencing between Canterbury and
Waikato became impossible because of damage to Canterbury buildings
and facilities. Correspondingly, the Panopto-recorded lectures became even
more central for the design of the paper.
I am a novice Panopto user. I found the simple functions of the recording
technology user friendly and easy to learn. The inclusion of PowerPoint
slides and other media was slightly more challenging. The aspect that
seemed really complicated and required frequent technical support was the
downloading of lectures onto a server that could be accessed both by
Waikato and Canterbury students. The lectures had to be streamed in order
to reduce the amount of data for the viewers‘ computers. The Panopto
settings provide a choice in relation to the recording quality, but with the
average student lap-top in mind, we had to resort to manageable amounts of
bites and consequently had to record the lectures with average picture
resolution and sound. The outcome was that some of the recordings display
asynchronic effects and the sound quality is not perfect which creates
problems for students with visual and auditory impairments. Additionally,
it is disconcerting because students compare the paper‘s Panopto
recordings with professionally financed and recorded education
programmes and TV series.
JULY/AUGUST 2011 • TDU TALK
•8•
A ‗live‘ lecture always has a performative dimension. The presenter‘s
intonation, body language and deictic references to pictures and other
media are important tools to sustain students‘ attention and focus them on
the central arguments of the lecture. In our context, we discovered that this
performative dimension could hardly be utilised. As we could not change
the camera angle or focus and the presenter‘s fast movements created
blurred images, the role of the lecturer was reduced to little more than that
of a news-reader. As we recorded the lectures in my office, we also had no
direct feedback from our target audience during the lecture-recordings
which compelled us to anticipate the most frequently asked questions. We
received the students‘ questions and comments after a delay of several
weeks, once they had viewed the recorded lectures.
The whole venture consumed considerable time and energy and had a
number of challenges. I recorded 11 lectures, each of about 50 minutes
length. The recordings required an enormous amount of time and multitasking. One simultaneously operates as a lecturer, an actor and a
technician. Come to think of it, the University should really put us on a par
with airline pilots or Hollywood stars! For those who are not native
speakers of English, acting and multi-tasking in front of a camera can be
even more of a challenge. The knowledge that all recordings can be stored
in some data-base until doomsday is also not conducive to a relaxed
presentation.
In conclusion, I think that Panopto has some real potential in assisting
classroom teaching and distance education. It may eventually become the
method of choice for the delivery of lectures in conjunction with Moodle or
Learn platforms. At the moment, the technology does not seem advanced
enough to fully recommend it. Academic staff members who are not
incredibly techno-savvy will benefit from more institutional support,
especially tailor-made technical support that takes into account the aims
and outcomes of particular papers and the special needs of staff and
students. A one-size-fits-all approach with photocopies of Panopto
instructions is not very helpful. At the moment, I am not entirely sure
whether the name Panopto (Pan-opto) is more indicative of a visual
universe or the cold eye of an academic ―Big Brother‖.
•9•
JULY/AUGUST 2011 • TDU TALK
Using Panopto to Support both Teaching and Research
Dr Pip Bruce Ferguson, Teaching Developer, Teaching Development Unit
In an article in this edition, Alison Campbell talks about how she uses
Panopto to self-critique. As Alison explains, her use of the tool is both to
assist students, but also to enable her to check out how she performs on
screen, compared with what she sets out to achieve in a session. Alison also
talks about inviting peers to comment on how well they think she achieved
her intention. This is a good example of ascertaining whether what Donald
Schön (1983, 1987, 1991) described as our espoused theory (what we think
we‘re doing) matches our theory-in-use (what we‘re actually doing).
Without outside or objective feedback on our practice, it can be hard for us
to tell whether we‘re actually practising what we preach, or are doing what
we think we are doing.
Without outside or
objective feedback on
our practice, it can be
hard for us to tell
whether we’re
actually practising
what we preach, or are
doing what we think
we are doing.
JULY/AUGUST 2011 • TDU TALK
Likewise, it can be difficult to invite colleagues to comment on practice
observed via Panopto without being specific about how we might like to
give or receive such feedback. If you go to http://www.waikato.ac.nz/tdu/
pdf/tdutalk/JulAug10.pdf you can see the July/August 2010 TDU Talk, in
which we present ways of seeking, giving and/or responding to peer
feedback. This contains specific items to consider as you undertake this
form of feedback, whether giving or receiving it. There are several benefits
of such an invitation to colleagues. If you invite someone who understands
what you are trying to achieve and is prepared to give honest but
empathetic feedback, you can improve the ways you do things; understand
better how you come across to your students; and also learn to be gentle on
yourself if your tendency is to look at your image and cringe! I well
remember in the days before Panopto, videotaping my practice and inviting
a colleague to comment on what she saw. She was honest in her feedback,
but also generous in her support when I told her I thought there was a large
gap between espoused theory and theory-in-use, suggesting an alternative
explanation that hadn‘t occurred to me at all.
So, where does the ‗research‘ use of Panopto come about? I am now a peer
reviewer for an e-journal that strongly encourages submitters to include
links to pictorial representations of their own practice, frequently lodged on
YouTube. There may be clips loaded showing the teacher at work (to
provide evidence of how s/he is practising what they claim to be
practising); of their students, articulating learning within a course; of staff/
student interactions or explanations of theory, reflections on practice etc. If
you go to http://ejolts.net/files/journal/2/2/Huxtable2(2).pdf you‘ll see an
example that includes both ‗live‘ (i.e. YouTube) and clipped stills from
• 10 •
videotapes, supporting the claims that the author and her students are
making in the published article. So, with appropriate ethical clearance,
teachers wanting to publish accounts of their practice can use Panopto
sequences or still clips to provide evidence of what they are writing about
in an article.
Schön, D. (1983). The Reflective Practitioner: How professionals think in
action. London: Temple Smith.
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Schön, D. (1987). Educating the Reflective Practitioner. San Francisco:
Jossey-Bass, 1987.
Schön, D (ed.) (1991) The Reflective Turn: Case studies in and on
educational practice. New York: Teachers College (Columbia).
Teaching Development Events 2011
AUGUST
Nominations for Faculty Teaching Excellence Awards open 
Mon, 1 Aug (to Fri, 2 Sept)
Getting Published workshop Tue, 23 Aug (9.00-11.00)
Waikato Experience Induction Morning Tea Wed, 24 Aug
PGCert(TertTchg) meeting Tue, 30 Aug (1.00-3.00)
Action Research workshop Wed, 31 Aug (9.00-12.00)
SEPTEMBER
Teaching Network Thu, 1 Sep (12.00-2.00)
Appraisal Call—Semester B (Request for questionnaires) 
Mon, 5 Sept
Compiling a Teaching Portfolio workshop  Fri, 16 Sep (10.0011.30)
Postgraduate Supervisors’ Conversations  Tue, 27 Sep (12.002.00)
OCTOBER
Teaching Network Wed, 19 Oct (12.00-2.00)
NOVEMBER
Visiting academic: Jean McNiff Dates TBC
Postgraduate Supervisors’ Conversations Tue, 8 Nov (12.002.00)
Teaching Network Wed, 23 Nov (12.00-2.00)
DECEMBER
Celebrating Teaching Day Tue, 6 Dec (9.00-12.30)
 TDU staff are available on an ongoing basis for teaching
observations, individual consultations, focus groups and
support in preparing teaching portfolios.
Website: www.waikato.ac.nz/tdu
Email: [email protected]
• 11 •
JULY/AUGUST 2011 • TDU TALK
WMS Workshop on Panopto
Dr Michael Cameron, Senior Lecturer, Department of Economics, Waikato
Management School
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The inaugural WMS Teaching Advocacy Workshop, on ―Classroom
Technology‖, was held on Wednesday 25 May. The session was organised
by WMS Teaching Advocates Michael Cameron (Economics) and Cheryl
Cockburn-Wootton (Management Communication), and featured two guest
speakers: Alison Campbell from Biological Sciences; and Stephen Harlow
from Waikato Centre for E-learning (WCEL).
Alison Campbell shared her experiences of using Panopto (webcasting
software that allows you to record lectures for later viewing by students,
but also to record podcasts, demonstrations, etc.). The ability to record the
Document Camera in Panopto (along with PowerPoint slides and video of
the room) in the PWC lecture theatre was noted. There was an interesting
discussion about how Panopto is being and could be used, which raised a
further question: Are we really just scratching the surface of the capability
within Panopto, and what other exciting/innovative uses could it be put to?
If anyone has an answer to that question, we‘d love to hear it!
Stephen Harlow shared his experience of VotApedia (a free online
alternative to 'clickers', which allows students to vote or answer multiple
choice questions using their mobile phone). VotApedia (http://
www.urvoting.com) offers an excellent opportunity for enhancing withinlecture interaction with students, as well as providing almost-instantaneous
feedback to lecturers on what students understand (and don‘t understand).
Few staff have used VotApedia, but we had an interesting discussion of
alternative ways of enhancing student interaction, including the use of
Twitter.
The workshop was recorded on Panopto for anyone who wants to review it
(although ironically the quality is not high, for a session that covered the
use of Panopto. Also the beginning of the workshop is missing, since it was
a demo of Panopto!). The recording (which includes discussion of both
Panopto and VotApedia) can be accessed at:
http://coursecast.its.waikato.ac.nz/Panopto/Pages/Viewer/Default.aspx?
id=90accf70-a755-47e0-a256-5030e245f131
Cheryl and Michael are planning a programme of further WMS Teaching
Development Workshops throughout the year.
JULY/AUGUST 2011 • TDU TALK
• 12 •
MSYS111 Reflections on Panopto
AProf Paul Childerhouse and Dr John Buchanan, Management Systems, Waikato
Management School
Rationale for using Panopto
The paper in which we have been experimenting with Panopto is a first
year Management Systems paper with approximately 272 students. The inclass lectures for this paper have a distinctive structure which incorporates
three elements of a learning cycle. After initial delivery of new content
either via PowerPoint lecture or video clip, the students discuss related
questions in small groups and then with the wider class. This content,
discussion, reflection cycle can be too quick for some students, so
recording the class and especially the document camera, with the notes
from the student discussions, gives all students a second chance to reflect
on the class material. The students can also access previous class
recordings prior to tests in order to refresh their memory. The paper is also
taught in Tauranga, where the class recordings are used as a back-up
resource for those students reliant on tutors to deliver the material off
campus.
How we use Panopto
Panopto is mainly used during the large class lectures in PWC (400 seats).
The PowerPoint, document camera and desktop images are captured
together with a video of the lecturer and associated audio. In addition the
students use Panopto to record their group presentations in the WMS video
conference room. All recordings are made available to the students via
MyWeb. The groups review their Panopto presentations as part of a group
review assignment.
Evaluation of its benefits and limitations in relation to your goals
...the tool can be a
valuable addition to
teaching and the
students’ subsequent
learning.
• 13 •
Overall Panopto recordings have been well received by the students, all of
the recordings have been used by at least half of the students. The
international students, in particular, have made good use of the additional
resource to go back over classes. The group presentation needs some
further work to align with what‘s possible with the technology. The counter
- intuitive editing function of Panopto has restricted some further
applications of the technology. It is planned, for instance, to cut this
semester‘s recordings into short content packages that will be used as a
resource for subsequent delivery of the paper in B semester. Initially there
was a concern that students would not come to class given the availability
of the Panopto recordings. This was not the case, perhaps partly because a
reasonable proportion of assignments are performed in class.
JULY/AUGUST 2011 • TDU TALK
In summary, the tool can be a valuable addition to teaching and the
students‘ subsequent learning. However, it is not a solution in itself. The
broader pedagogical considerations must come first, and if suitable,
Panopto can help achieve certain learning outcomes. The recording process
is very simple and straightforward, but be warned the students soon feel
entitled to the class recordings.
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2011 eLearning Workshops
Acode Learning Technologies Leadership
Institute 2011
21-25 August 2011, Coolangatta, Queensland, Australia
http://hub.acode.edu.au
Action Learning, Action Research
Association (ALARA) 2011 Australasian
Conference: Action and change: Creative
responses for new challenges
Riverglenn, Brisbane, Queensland, Australia, 26-27
September 2011
www.alara.net.au
ePortfolios Australia Conference 2011:
Making a difference - Showing the
difference,
17-18 October in Perth, Western Australia at Curtin
University
http://eportfoliosaustralia.wordpress.com/conferenceeac2011/
Philosophy of Education Society of
Australasia Conference 2011 (PESA)
1-4 December 2011, North Shore, Auckland
http://www.pesa.org.au/04cal.htm
10th Annual Hawaii International
Conference on Education
8 January 2012, Honolulu, Hawaii (submission/proposal
deadline: 12 August 2011)
http://www.hiceducation.org/cfp_edu.htm
JULY/AUGUST 2011 • TDU TALK
skill and knowledge to use Moodle tools.
Moodle One: Getting started with resources:
(November 2nd)
Lex&Chalmers
(FASS)
Moodle Two: Paper Settings
Communication:
(November 9th)
Mark Apperley (FCMS)

Moodle
Three:
Assessment
tools in Moodle:
Bronwen
Cowie (FoE)
Bringing together
th
(November 16 )
Carolyn Jones (FoE)
complementary
Moodle Four: Groups andDelwyn
Groupings:
(November
Clark
(WMS)
knowledge,
skills, and
23rd)
Claire Breen (Law)
experiences
from One
wide
Moodle Digest
(August 24th)
Craig Cary (FSEN)
ranging
backgrounds
Moodle
Digest Two (August 25th)
Linda Smith (SMPD)
creates synergies that
eLearning
enable
usworkshops
to meet the
These workshops
offer practical
needs
of a diverse
and strategies to assist you with
implementing eLearning in your teaching.
changing student

Blogs for learning (Wednesday August 3rd)
population.

Turnitin & Plagiarism (Thursday September 1st)

Online Bookmarking (Wednesday October 5th)

Online collaboration (Tuesday November 1st)

New tools for a new year (Thursday Dec 1st)
For more information and to register please visit the http://
www.waikato.ac.nz/hrm/pd/ or contact Teresa Gibbison
(email: [email protected]).
• 14 •
Teaching Everywhere at Once: Brief Reflections on
Using Panopto in the Philosophy Classroom
Dr Tracy Bowell, Senior Lecturer, Philosophy and Religious Studies, Faculty of Arts
and Social Sciences
For anyone with even a basic acquaintance with Foucault‘s work, the name
‗Panopto‘ gives pause for thought. If you let those misgivings take hold,
then the prospect of having your teaching ‗captured‘ by the all-seeing
monocular camera at the back of the room, your voice (in my case with its
far from dulcet south-London-meets-the-Waikato tones) appropriated by
the pendant microphone slung around your neck might seem a step too far.
But the prospect of a tool with which students could review class material
in a potentially richer way than simply reading the notes of a presentation
at which they may not even have been present led me to feel the fear and
use Panopto in my 200-level metaphysics and epistemology paper anyway.
Not unusually, I use PowerPoint as a series of talking points upon which
and from which I extemporise and extrapolate. A hand-out of my slides
provides nothing more than a broad sketch of the class and students need to
take notes of the discussion if they are properly to record the explanations,
analyses and arguments of which it has been comprised. So, having heard
Alison Campbell talk about her and her students‘ positive experience of
using Panopto, my expectation was that the ability to replay lectures while
at the same time viewing synchronised PowerPoint slides would be of far
more use to students than simply having a hand out of lecture notes where
they were often unable to fill in the gaps. Alison‘s research on her students‘
use of the Panopto recordings reassured me that the common fear that
students would view the recordings instead of attending class would prove
unfounded. Anecdotally, it has. Students have been using the recordings to
review lectures as part of their research for essays and for the end of
semester presentation. They tell me that they also plan to use it when they
prepare for their exam. So, with the exception of a student who had a fair
distance to travel and regularly used the recordings to view the class he
missed on the day he didn‘t come to Hamilton, the recordings have not
been a replacement for regular class attendance. Again anecdotally,
students have said that they found the resource very helpful and one even
said that its use should be standard in all university papers.
Panopto is far from perfect, however, and some of my initial misgivings
remain firmly in place. The principal challenge is that the set-up assumes a
power-dynamic between teacher and students that it is good practice to try
to overcome. That is, only the teacher is captured. So if the class is richly
interactive, as I try to ensure they are, then a lot of significant discussion is
• 15 •
JULY/AUGUST 2011 • TDU TALK
lost. I‘m aware that in her large 100-level Biology class Alison overcomes
this by repeating questions for the audience before going on to answer
them, but in a smaller class where the interaction often manifests as an ongoing conversation, this won‘t work. However, students using the
resources provided by Panopto are still gaining a richer picture of the
material discussed in the class than they would have, if they merely
downloaded notes from Moodle. So I will continue to use Panopto and am
interested to compare its use in larger classes. As I write, students in this
200-level paper are putting the final touches to group presentations that
they will capture with Panopto and upload for me to view. The panoptic
eye will finally be turned on the audience and I‘m excited about seeing the
results.
July/August
Professional Development at a Glance
Thu, 7 July (10.00-12.00) Effective Writing (Part 2)
Thu, 7 July (2.00-3.30) Issues around the use of incentives for participation in research
Mon, 1 August (to Fri, 2 September) Faculty Teaching Excellence nominations open
JULY/AUGUST 2011 • TDU TALK
Wed, 3 August (8.45-12.15) Introductory Session
Wed, 3 August (1.00-3.00) eLearning workshop: Blogs for Learning
Tue, 23 August (9.00-11.00) Getting Published workshop
Wed, 24 August (10.00-11.30) Waikato Experience Morning Tea
Thu, 25 August (8.45-4.00) Women in Leadership Day
Wed, 31 August (9.00-12.00) Action Research workshop
For details or to register, visit www.waikato.ac.nz/hrm/pd
* Please note change in date from original programme
Future Events
8 November (8.45-4.00) General Staff Day
November (dates TBC) Visiting academic Jean McNiff
• 16 •
Teaching Excellence Awards
Every year the University gives staff and students the
opportunity to nominate people who they think deserve
consideration for a teaching award. Faculty Teaching Excellence
Award nominations are open from 1 August 2011 to 2
September 2011. Staff and students can nominate any member
of staff or team with teaching responsibilities by completing a
short online form at: http://www.waikato.ac.nz/hrm/
nomination/. Once five recommendations are received for an
individual or teaching team, and as long as a teaching excellence
award has not already been granted to the person or team
within the past six years, then they are asked if they would like
to accept the nomination. Each Faculty (and Te Pua Wānanga ki
te Ao) is able to confer up to two teaching excellence awards per
year with a monetary value of $2000 (to be used for scholarly
activities). This includes automatic nomination for a University
Teaching Excellence Award, from which four awards are made
each year with a monetary value of $3000 and automatic
nomination for a national Tertiary Teaching Excellence Award
(which carries a monetary component of $20,000 and additional
$10,000 for the Prime Minister’s Supreme Award).
Criteria are based on the teaching portfolio headings published
on the Ako Aotearoa website for national Tertiary Teaching
Excellence Awards (http://akoaotearoa.ac.nz/awards):
• Planning and design for learning
• Facilitating learning (delivery)
• Assessing learning (assessment)
• Evaluating learning and teaching (reflection and revision)
• Professional development and leadership in teaching
Criteria for teaching excellence in a kaupapa Māori context
awards are:
• Mana - Leadership and Professional Development
o Rangatiratanga - leadership
o Kaupapa Māori – Māori concepts
o Mātauranga Māori – Māori knowledge
o Ūkaipōtanga - Loyalty
o Whanaungatanga – Relationships
o Kaitiakitanga – Guardianship/sustainability
• Whakaakoranga – Teaching Excellence - Design for Learning,
Facilitating Learning
o Kairangi - Excellence
o Pūkengatanga - Skills
o Manaakitanga – Concern for colleagues and learners
o Kotahitanga – Collaboration.
• Mātaki – Assessing Student Learning, Evaluation of Learning
and Teaching
o Ākonga - Learners
o Kaiako - Teaching
o Taunaki – Evidence
Nola Campbell Memorial eLearning
Excellence Award
One Nola Campbell Memorial eLearning Excellence Award, with
a monetary value of $5,000 (for work related purposes), is made
to staff engaged in teaching using eLearning methodologies in
recognition of excellence. eLearning at the University of Waikato
is defined as the systematic use of learning technologies to
facilitate and support learning.
Nominations may be made by individual staff or students, and
must be supported by three nominators and the relevant Dean
(or equivalent senior manager).
Nominees must provide a portfolio of supporting evidence and
reflection addressing each area below in no more than 5000
words in total and attach it to the nomination form. Criteria are:
• Application of technology
o the nominee is using learning technologies for exemplary
teaching
o the nominee understands the affordances of learning
technologies
o the use and choice of technology is being integrated within
the overall course design
o the use and choice of technology is being aligned with
learning outcomes and graduate attributes
o learning technologies are being used to enable and
enhance learning
• Supporting learners
o the use of learning technology empowers learners to
modify their learning practices to effectively utilise
technology
o there is an understanding of the varied needs of learners
and attempt to meet them when using learning technology
• Professional development
o engages in reflective practice in the use of eLearning
o promotes and develops eLearning within our University
and the wider community
o demonstrates commitment to innovate and
engage with emerging practice
Key Dates for the
Teaching & eLearning
Excellence Awards
1 August—2 September: Faculty Teaching Excellence
Nominations Open (visit http://www.waikato.ac.nz/hrm/
nomination.)
12 September (1.00-4.00): Portfolio workshop
16 September (9.00-12.00) Portfolio workshop
http://www.waikato.ac.nz/hrm/staffawards
31 October University Teaching Excellence Award &
eLearning Excellence Award nominations close (visit http://
www.waikato.ac.nz/hrm/staffawards)
1 December Staff Awards ceremony
• 17 •
JULY/AUGUST 2011 • TDU TALK
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Produced by:
TEACHING DEVELOPMENT UNIT | WĀHANGA WHAKAPAKARI AKO | UNIVERSITY OF WAIKATO
Private Bag 3105 | Hamilton | New Zealand
Phone: +64 7 838 4839 | Fax: +64 7 838 4573 | [email protected] | www.waikato.ac.nz/tdu